Researcher 2015;7(8)

Total Page:16

File Type:pdf, Size:1020Kb

Researcher 2015;7(8) Researcher 2015;7(8) http://www.sciencepub.net/researcher “JANGLISH” IS CHEMMOZHI?...(“RAMANUJAM LANGUAGE”) M. Arulmani, B.E.; V.R. Hema Latha, M.A., M.Sc., M. Phil. M.Arulmani, B.E. V.R.Hema Latha, M.A., M.Sc., M.Phil. (Engineer) (Biologist) [email protected] [email protected] Abstract: Presently there are thousands of languages exist across the world. “ENGLISH” is considered as dominant language of International business and global communication through influence of global media. If so who is the “linguistics Ancestor” of “ENGLISH?”...This scientific research focus that “ANGLISH” (universal language) shall be considered as the Divine and universal language originated from single origin. ANGLISH shall also be considered as Ethical language of “Devas populations” (Angel race) who lived in MARS PLANET (also called by author as EZHEM) in the early universe say 5,00,000 years ago. Janglish shall be considered as the SOUL (mother nature) of ANGLISH. [M. Arulmani, B.E.; V.R. Hema Latha, M.A., M.Sc., M. Phil. “JANGLISH” IS CHEMMOZHI?...(“RAMANUJAM LANGUAGE”). Researcher 2015;7(8):32-37]. (ISSN: 1553-9865). http://www.sciencepub.net/researcher. 7 Keywords: ENGLISH; dominant language; international business; global communication; global media; linguistics Ancestor; ANGLISH” (universal language) Presently there are thousands of languages exist and universal language originated from single origin. across the world. “ENGLISH” is considered as ANGLISH shall also be considered as Ethical dominant language of International business and global language of “Devas populations” (Angel race) who communication through influence of global media. If lived in MARS PLANET (also called by author as so who is the “linguistics Ancestor” of EZHEM) in the early universe say 5,00,000 years ago. “ENGLISH?”... Janglish shall be considered as the SOUL (mother nature) of ANGLISH. During the expanding universe the Devas populations considered transformed to “EARTH TAMIL + ENGLISH = TANGLISH?... PLANET” during dark age of universe (plasma age) NO… NO… NO… and the new populations when lived on the Earth planet ANGLISH + TANGLISH = ENGLISH?... shall be considered as spoken ‘TANGLISH” say YES… YES… YES… around 3,00,000 years ago. The suffix “ISH” - Author considered derived from Proto Indo Europe root word “EZHEM”. This scientific research focus that “ANGLISH” (universal language) shall be considered as the Divine 32 Researcher 2015;7(8) http://www.sciencepub.net/researcher (ii) i) Right dot is like VOWEL (MOON) ii) Left dot is like CONSONANT (EARTH) iii) Centre dot is like RHYTHM (SUN) JANGLISH means (JAYAM + EZHEM) ANGLISH means (ANJALI + EZHEM) It is focused that the three dot ellipse (…) in TANGLISH means (TAMIL + EZHEM) English usage shall be considered derived from three-in ANGLISH means language of ‘ANGEL’ one Angelic Alphabet (Anglish). Further the ‘EN- - Author Series” of English like CHINGLISH, DENGLISH, The philosophy of ANGLISH, TANGLISH in FINGLISH, FRANGLAIS, GLOBISH, HINGLISH, language evolution shall be hypothetically narrated as HUNGLISH, KONGLISH, SPANGLISH, below: TENGLISH, TINGLISH pronounced by various (i) global “TONGUES” shall be considered derived from the philosophy of “ANGLISH” (Angel language) i) Right dot is like “TONGUE” (Proton) ii) Left dot is like “LIPS” (Electron) iii) Centre dot is like ‘HEART” (Photon) It is further focused that ENGLAND shall mean ancient single large continent called by author as ETHIA who have spoken single language TANGLISH (3,00,000 years ago). In Triassic period the single large continent undergone three major land divisions which might have lead to three regions of world nations. The Philosophy of ETHIA, AETHIA, TRIASSIC shall be described as below. The major three land division shall be called as ANTHRAITE (South), KARNADAITE (East), KERALAITE (West). 33 Researcher 2015;7(8) http://www.sciencepub.net/researcher (ii) i) ANTHRAITE is like “LION” (Vainavaism) ii) KARNADAITE is like “TIGER” (Sankaraism) iii) KERALAITE is like “ELEPHANT” (Acharyaism) It is further focused that the ancient four Vedas shall be considered written in different language in different phase of time as described below. The Philosophy of Sivaism, Ariyaism shall be considered evolved at later period from ancient Philosophy of Vainavaism. (i) Creation Mantra (Ramanujam) – JANGLISH (5,00,000 years ago) (ii) RIG Veda (Brahmaism) – ANGLISH (4,00,000 years ago) (iii) Yajur Veda (Ramaism) – TANGLISH (3,00,000 years ago) (iv) Sama Veda (Krishnaism) – ENGLISH (2,00,000 years ago) (i) (v) Epics (Sivaism) – SANSKRIT (1,00,000 years ago) 34 Researcher 2015;7(8) http://www.sciencepub.net/researcher Case Study In language evolution case study shows that various Four Ancient Vedas Rigveda, Samaveda, Yajurveda, Atharvaveda considered as collection of Hymns in support of Ancient languages collected during 1500 & 1000 BCE. It includes elements like mythology, epics, palm script poem, stone culvet etc. The earliest imprints of human activities in India go back to the “Paleolithic age” roughly between 4,00,000 and 2,00,000 BCE. Stone implements and cave paintings from this period have been discovered in many parts of “South Asia”. Further Biblical study shows that ArchAngel and other Angels made communication to Adam, Mother Mary in High level language say Telepathy, Spirit Radiant language. ‘Tower of Babel’ stipulates that creation of (ii) numerous languages from the single origin of “Admic language”. Bible study also focus that multiple languages created by act of God from tribes origin. It is hypothesized that the creator of universe ‘MEGA STAR’ (called by author as RAMANUJAM) who consider created everything through three-in-one Mantra ‘JANGLISH” (Jayam). Further the philosophy of Hindu Trinity gods BRAHMA, VISHNU, SHIVA might have spoken various mantra languages in different Vedic periods as described below. (iii) (i) (iv) 35 Researcher 2015;7(8) http://www.sciencepub.net/researcher (ii) i. ‘E’ is like JANGLISH ii. ‘EZHEM’ is like ANGLISH iii. ‘ELANKAM’ is like TANGLISH iv. ‘ENGLAND’ is like ENGLISH (Language Evolution) - Author It is focused that ST. RAMA, ST. SITA considered descended from MARS PLANET to EARTH PLANET probably during “APRIL 14” and spoken “TANGLISH” when dwelled in the island of Ancient ANGLAND (Kachcha theevu). (i) 36 Researcher 2015;7(8) http://www.sciencepub.net/researcher Conclusion: Previous Publications: 1. YUGADI WISHES (IARA, March 2015). 2. TAMIL PUTHANDU!... (AJER, April 2015). 3. THEN MADURAI?... (IJERD, April 2015). 4. TAMIL NEW YEAR COOL DRINK?... (AJER, April 2015). 5. SCIENTIFIC RAMANUJAM?... (IJERD, April 2015). 6. ARENKA NAYAKI IS MOTHER OF RAMA?... (AJER, April 2015). 7. TRIVIDAITE?... (IJERD, April 2015). 8. THALI CULTURE OF ANGELS?... (AJER, April 2015). 9. UNIVERSAL POET?... (IJERD, April 2015). 8/12/2015 37 .
Recommended publications
  • Chinglish: an Emerging New Variety of English Language?
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE Vol 4. No. 1 Mar 2009 Journal of Cambridge Studies 28 provided by Apollo Chinglish: an Emerging New Variety of English Language? ∗ You WANG PhD Candidate, Centre for Language and Language Education, Central China Normal University School of Foreign Languages and Research Centre for Languages and Literature, Jianghan University ABSTRACT: English, as a global language, is learned and used in China to fulfil the needs of international communication. In the non-Anglo-American sociocultural context, English language is in constant contact with the local language, Chinese. The contact gives birth to Chinglish, which is based on and shares its core grammar and vocabulary with British English. This paper investigates and tries to offer answers to the following two questions: 1. To what extent can Chinglish be tolerated in China? 2. Could Chinglish be a new variety of English language? KEY WORDS: Chinglish, Standard varieties of English, Non-native varieties of English INTRODUCTION For a long time, studies and learning of English in China have been focused on native-speaker Englishes, especially British English, and little attention has been paid to non-native varieties of English. At the times when non-native varieties were mentioned, it was often for the purpose of pointing out their deviances from Standard English. However, the status of English language in the world today is no longer what it used to be like. It is a property of the world, not only belonging to native-speakers, but to all speakers of English worldwide.
    [Show full text]
  • Tamil-English Mixed Language Used in Tamilnadu
    The International Journal of Language Society and Culture Editors: Thao Lê and Quynh Lê URL: www.educ.utas.edu.au/users/tle/JOURNAL/ ISSN 1327-774X Tamil-English Mixed Language Used in Tamilnadu K. Kanthimathi SDNB Vaishnav College Chennai Abstract In multilingual societies where several languages are used by different speech communities speakers tend to know two or more than two languages. People who live in a bilingual or multilingual communi- cation environment usually have the tendency to use two or more codes while communicating with each other. People not only speak different languages/codes but also mix the languages/codes known to them. Code mixing is used as a linguistic device in informal styles of speaking. This paper looks into the features of code mixed Tamil and English used by many people in Tamilnadu. Introduction Code mixing of the mother tongue and English is a common speech behaviour used by bilingual people in India. This field of research has been investigated by several linguists (Verma, 1969, 1976; Kachru, 1994; Annamalai, 1978, 2001; Sridhar, 1978; Pandharipande, 1983; Vaid, 1980; Singh, 1985, 1995). Language experts have studied the causes, functions, characteristics and effects code mixing. Such investigations have revealed the sociolinguistic, structural and psycholinguistic aspects of these language contact phenomena. The yearning to use English is becoming a universal phenomenon. English is associated with the ide- ology of modernity and progress, and the native languages with the ideology of tradition and cultural values. In the local Tamil media, such as Television and Radio, we find the use of many English words.
    [Show full text]
  • Indian English - a National Model
    Indian English - A National Model Daniel Costa Woospeak Learning Center, Greece Abstract India is currently home to one of the world’s largest English-speaking communities, in a context where the language is increasingly seen as a gateway to the world. Given the plurality of the country’s social and linguistic landscape, however, a significant amount of the population does not speak or have access to the language. The impact of colonization has traditionally made Standard British English the model to be followed in the educational context, although it does not reflect the local culture. This paper advocates the use of Indian English as the national model, due to a set of unique lexical, grammatical, phonological and discourse features that would allow it to act as both a lingua franca within the country and on the international stage. Keywords: India, Indian English, lingua franca Introduction The English language has increasingly played a significant role in India since the early days of colonization and it currently acts as “its lingua franca and ‘window on the world’” (Mehrotra, 2003, p. 19). In spite of an overreliance on Standard British English as a plausible model, the emergence of a local variety, commonly referred to as Indian English, reflects the impact of its socio-cultural background and setting. It is characterised by the incorporation of distinct lexical, grammatical, phonological and discourse features. This paper argues that such elements, which Indian English has acquired through “indigenization” (Kachru, 1990), has endowed the language variety with a unique nature and the consequent ability to be used as a national model, rather than a set of deviations from a native target model, as it has often been described (Domange, 2015).
    [Show full text]
  • Spanglish Code-Switching in Latin Pop Music: Functions of English and Audience Reception
    Spanglish code-switching in Latin pop music: functions of English and audience reception A corpus and questionnaire study Magdalena Jade Monteagudo Master’s thesis in English Language - ENG4191 Department of Literature, Area Studies and European Languages UNIVERSITY OF OSLO Spring 2020 II Spanglish code-switching in Latin pop music: functions of English and audience reception A corpus and questionnaire study Magdalena Jade Monteagudo Master’s thesis in English Language - ENG4191 Department of Literature, Area Studies and European Languages UNIVERSITY OF OSLO Spring 2020 © Magdalena Jade Monteagudo 2020 Spanglish code-switching in Latin pop music: functions of English and audience reception Magdalena Jade Monteagudo http://www.duo.uio.no/ Trykk: Reprosentralen, Universitetet i Oslo IV Abstract The concept of code-switching (the use of two languages in the same unit of discourse) has been studied in the context of music for a variety of language pairings. The majority of these studies have focused on the interaction between a local language and a non-local language. In this project, I propose an analysis of the mixture of two world languages (Spanish and English), which can be categorised as both local and non-local. I do this through the analysis of the enormously successful reggaeton genre, which is characterised by its use of Spanglish. I used two data types to inform my research: a corpus of code-switching instances in top 20 reggaeton songs, and a questionnaire on attitudes towards Spanglish in general and in music. I collected 200 answers to the questionnaire – half from American English-speakers, and the other half from Spanish-speaking Hispanics of various nationalities.
    [Show full text]
  • (JWEEP) Hybridity in Nepalese English
    Journal of World Englishes and Educational Practices (JWEEP) ISSN: 2707-7586 DOI: 10.32996/jweep Website: https://al-kindipublisher.com/index.php/jweep/index Hybridity in Nepalese English Shankar Dewan1* and Chandra Kumar Laksamba, PhD2 1Lecturer, Department of English, Sukuna Multiple Campus, Sundarharaincha, Morang, Nepal 2Adjunct Professor, Faculty of Social Sciences and Education, Nepal Open University, Manbhawan, Lalitpur, Nepal Corresponding Author: Shankar Dewan, E-mail: [email protected] ARTICLE INFO ABSTRACT Received: December 3, 2020 With its unprecedented spread globally, English has been diversified, nativized, and Accepted: December 11, 2020 hybridized in different countries. In Nepal, English is code-mixed or hybridized as a Volume: 2 result of its contact with the local languages, the bilinguals’ creativity, and the Issue: 6 nativization by Nepalese English speakers. This qualitative content analysis paper DOI: 0.32996/jweep.2020.2.6.2 attempts to describe hybridity in Nepalese English by bringing the linguistic examples from two anthologies of stories, two novels, five essays and two articles written in KEYWORDS English by Nepalese writers, one news story published in the English newspaper, advertisements/banners, and diary entries, which were sampled purposively. The Nepalese English, language present study showed that hybridity is found in affixation, reduplication, contact, hybridity, bilinguals’ compounding, blending, neologisms, and calques. Pedagogically, speakers of creativity, nativization Nepalese English can
    [Show full text]
  • Relationship Between Learner Variables and Malaysian Students' Willingness to Communicate in the Esl Classroom Upm
    UNIVERSITI PUTRA MALAYSIA RELATIONSHIP BETWEEN LEARNER VARIABLES AND MALAYSIAN STUDENTS' WILLINGNESS TO COMMUNICATE IN THE ESL CLASSROOM UPM KOGGILA CHANDRA SEGAR COPYRIGHT © FBMK 2018 23 RELATIONSHIP BETWEEN LEARNER VARIABLES AND MALAYSIAN STUDENTS' WILLINGNESS TO COMMUNICATE IN THE ESL CLASSROOM UPM By KOGGILA CHANDRA SEGAR COPYRIGHT Thesis Submitted to the School of Graduate Studies, Universiti Putra Malaysia, in Fulfilment of the Requirements for the Degree of Master of Arts © June 2018 All material contained within the thesis, including without limitation text, logos, icons, photographs and all other artwork, is copyright material of Universiti Putra Malaysia unless otherwise stated. Use may be made of any material contained within the thesis for non-commercial purposes from the copyright holder. Commercial use of material may only be made with the express, prior, written permission of Universiti Putra Malaysia. Copyright © Universiti Putra Malaysia UPM COPYRIGHT © Abstract of thesis is presented to the Senate of Universiti Putra Malaysia in fulfilment of the requirement for the degree of Master of Arts RELATIONSHIP BETWEEN LEARNER VARIABLES AND MALAYSIAN STUDENTS’ WILLINGNESS TO COMMUNICATE IN THE ESL CLASSROOM By KOGGILA CHANDRA SEGAR June 2018 UPM Chairman : Ramiza Binti Darmi, PhD Faculty : Modern Languages and Communication The four language skills of listening, speaking, reading and writing are all interconnected. Proficiency in each skill is needed to become an efficient communicator. Furthermore, the ability to communicate fluently provides speaker with various benefits. This dissertation evaluates the willingness to communicate (WTC) in English Language among Malaysian students. WTC is the most basic orientation towards communication. Almost anyone is likely to respond to a direct question, but many will not continue or initiate interaction.
    [Show full text]
  • Linguistic Strategies and the Construction of Identity in My Name Is Salma by Fadia Faqir
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Elsevier - Publisher Connector Journal of King Saud University – Languages and Translation (2012) 24, 43–49 King Saud University Journal of King Saud University – Languages and Translation www.ksu.edu.sa www.sciencedirect.com ORIGINAL ARTICLE Linguistic strategies and the construction of identity in My Name is Salma by Fadia Faqir Fatima Felemban Umm Al Qura University, Makkah, Saudi Arabia Received 10 March 2011; accepted 14 June 2011 Available online 30 October 2011 KEYWORDS Abstract Contemporary Arab-English writers (American or British) share with other ethnic writ- ers many features of post-colonial literary texts, most prominent among which is the appropriation Linguistic strategy; of language. This paper investigates the ways in which language is appropriated by Fadia Faqir Identity; Construction; through the main character of her novel My Name is Salma. In her ongoing search for identity, Code-switch; Salma (the narrator) uses certain linguistic strategies for self-definition. These strategies can be Interlanguage divided into two major types: interlanguage and code-switching. Interlanguage is expressed syntac- tically, semantically, and phonologically. Code-switching, on the other hand, includes loan words, untranslated words, terms of address, items of clothing, food, reference to religion and reference to proverbs, wise sayings and songs. However, these linguistic strategies often interact and overlap. ª 2011 King Saud University. Production and hosting by Elsevier B.V. All rights reserved. 1. Introduction how they relate to the social world’’ (Norton: 409). Accord- ingly, this paper investigates Faqir’s use of language in her no- Apart from the various definitions of language in various fields vel, My Name is Salma, to construct and represent her identity of study, language may be defined as a cognitive means of as an Arab Bedouin Muslim through her major character, Sal- communication that represents the individual identity as a ma.
    [Show full text]
  • Pamapla 36 Acalpa 36
    PAMAPLA 36 PAPERS FROM THE 36TH ANNUAL MEETING OF THE ATLANTIC PROVINCES LINGUISTIC ASSOCIATION Saint Mary’s University, Halifax, Nova Scotia November 2-3, 2012 ACALPA 36 ACTES DU 36E COLLOQUE ANNUEL DE L’ASSOCIATION DE LINGUISTIQUE DES PROVINCES ATLANTIQUES Université Saint Mary’s, Halifax, Nouvelle-Écosse 2-3 novembre 2012 EDITED BY / RÉDACTION EGOR TSEDRYK © 2013 by individual authors of the papers © 2013 Auteures et auteurs des communications Papers from the 36th Annual Meeting of the Atlantic Provinces Linguistic Association, Volume 36 Actes du 36e Collogue annuel de l’association de linguistique des provinces atlantiques, v. 36 Legal deposit / Depôt legal: 2015 Library and Archives Canada Bibliothèque et Archives Canada ISSN: 2368-7215 TABLE OF CONTENTS / TABLE DES MATIÈRES EGOR TSEDRYK, Saint Mary’s University About APLA/ALPA 36..............................................................................................................1 PHILIP AGADAGBA, University of Regina La question de la motivation ambiguë dans la création de vocabulaires gastronomiques français .......................................................................................................................................3 PATRICIA BALCOM, Université de Moncton Les apprenants utilisent cet ordre souvent: Early stages in the acquisition of adverb placement and negation in L2 French ......................................................................................11 ELIZABETH COWPER, University of Toronto The rise of featural modality in English ..................................................................................23
    [Show full text]
  • QP Version Final
    Copyright by Aurora Salvador Sanchís 2017 The Report committee for Aurora Salvador Sanchís certifies that this is the approved version of the following report: Systematicity of code-switching in the Spanish in Texas Corpus APPROVED BY SUPERVISING COMMITTE: ________________________________________ Dale A. Koike, Supervisor __________________________________________ Sandro Sessarego Systematicity of code-switching in the Spanish in Texas Corpus by Aurora Salvador Sanchís Report Presented to the Faculty of the Graduate School of the University of Texas at Austin in Partial Fulfillment of the Requirements for the Degree of Masters of Arts The University of Texas at Austin August 2017 Systematicity of code-switching in the Spanish in Texas Corpus by Aurora Salvador Sanchís The University of Texas at Austin, 2017 SUPERVISOR: Dale A. Koike This study tries to establish the systematicity of code-switching as shown in a quantitative and qualitative analysis of the linguistic behavior of twelve Spanish-English bilingual speakers of Mexican descent, drawn from the “Spanish in Texas Corpus” (Bullock and Toribio 2013). Results show that the frequency and typology of code-switching varied substantially among these speakers, concurring with previous research that has characterized U.S. Latinos as a highly diverse group in social interactions (Valdés 2001; Carreira 2004; Potowski 2010; Montrul 2013; Fairclough 2016, among others) and use of linguistic forms (Silva-Corvalán 1993; Zentella 1997; Valdés 2001; Colombi 2009). Moreover, some researchers have indicated that personality might also influence the code-switching behavior of U.S. Latinos (Gardner-Chloros 2008; Dewaele and Wei 2014). These findings also reveal that code-switching is not a random process, but rather a rule-governed linguistic phenomenon.
    [Show full text]
  • Languages of New York State Is Designed As a Resource for All Education Professionals, but with Particular Consideration to Those Who Work with Bilingual1 Students
    TTHE LLANGUAGES OF NNEW YYORK SSTATE:: A CUNY-NYSIEB GUIDE FOR EDUCATORS LUISANGELYN MOLINA, GRADE 9 ALEXANDER FFUNK This guide was developed by CUNY-NYSIEB, a collaborative project of the Research Institute for the Study of Language in Urban Society (RISLUS) and the Ph.D. Program in Urban Education at the Graduate Center, The City University of New York, and funded by the New York State Education Department. The guide was written under the direction of CUNY-NYSIEB's Project Director, Nelson Flores, and the Principal Investigators of the project: Ricardo Otheguy, Ofelia García and Kate Menken. For more information about CUNY-NYSIEB, visit www.cuny-nysieb.org. Published in 2012 by CUNY-NYSIEB, The Graduate Center, The City University of New York, 365 Fifth Avenue, NY, NY 10016. [email protected]. ABOUT THE AUTHOR Alexander Funk has a Bachelor of Arts in music and English from Yale University, and is a doctoral student in linguistics at the CUNY Graduate Center, where his theoretical research focuses on the semantics and syntax of a phenomenon known as ‘non-intersective modification.’ He has taught for several years in the Department of English at Hunter College and the Department of Linguistics and Communications Disorders at Queens College, and has served on the research staff for the Long-Term English Language Learner Project headed by Kate Menken, as well as on the development team for CUNY’s nascent Institute for Language Education in Transcultural Context. Prior to his graduate studies, Mr. Funk worked for nearly a decade in education: as an ESL instructor and teacher trainer in New York City, and as a gym, math and English teacher in Barcelona.
    [Show full text]
  • Fenomena Munculnya Interlanguage (Inglish) Di Indonesia
    FENOMENA MUNCULNYA INTERLANGUAGE (INGLISH) DI INDONESIA Rosita Ambarwati FPBS IKIP PGRI Madiun Abstrak The process of learning a new language is difficult. Even so, when the second language is finally formed, the language would have a continuous effect on the person’s mother tongue ability (Association for Psychological Science, 2009). On the other side, someone who is learning a new language, would also have trouble to understand the grammar in translation. In the translation skill, they move from the original language to the literal gloss before it reaches the new language (Saygin, 2001). Both sides show the same symptom, the birth of new terms that are actually combinations from both language elements. Some nations, suffer some sort of desperation where it is so difficult to learn English that leads them to a compromise. The compromise gave birth to numerous and vary new vocabularies, and almost can be recognizable as a language. Key words : Interlanguage, Inglish Pendahuluan Belajar bahasa baru itu sulit. Semakin sulit seiring meningkatnya usia. Walau demikian, saat bahasa kedua telah terwujud, bahasa tersebut akan berpengaruh sinambung pada kemampuan seseorang berbahasa asli (Association for Psychological Science, 2009). Di sisi lain, seorang yang mempelajari bahasa baru, akan mengalami kesulitan memahami grammar dan menterjemahkan. Dalam ilmu penerjemahan, mereka berangkat dari bahasa asli menuju ke literal gloss sebelum sampai ke bahasa baru tersebut (Saygin, 2001). Kedua sisi menunjukkan gejala yang sama, munculnya sekumpulan istilah yang merupakan perpaduan dari unsur-unsur kedua bahasa. Sebagian bangsa, mengalami sebuah keputusasaan, begitu sulitnya mempelajari bahasa Inggris sehingga membawa mereka pada kompromi. Kompromi ini memunculkan kosakata yang luar biasa banyak dan beragam, yang hampir dapat diakui sebagai bahasa.
    [Show full text]
  • The Tolerance of English Instructors Towards the Thai-Accented English and Grammatical Errors
    INDONESIAN JOURNAL OF APPLIED LINGUISTICS Vol. 9 No. 3, January 2020, pp. 685-694 Available online at: https://ejournal.upi.edu/index.php/IJAL/article/view/23219 doi: 10.17509/ijal.v9i3.23219 The tolerance of English instructors towards the Thai-accented English and grammatical errors Varisa Osatananda and Parichart Salarat* Department of English, Faculty of Liberal Arts, Thammasat University, Khlong Luang, Pathum Thani, Thailand Kasetsart University, 50 Thanon Ngamwongwan, Lat Yao, Chatuchak, Bangkok 10900, Thailand ABSTRACT Although Thai English has emerged as one variety of World Englishes (Trakulkasemsuk 2012, Saraceni 2015), it has not been enthusiastically embraced by Thai educators, as evidenced in the frustration expressed by ELT practitioners over Thai learners’ difficulties with pronunciation (Noom-ura 2013; Sahatsathatsana, 2017) as well as grammar (Saengboon 2017a). In this study, we examine the perception English instructors have on the different degrees of grammar skills and Thai-oriented English accent. We investigated the acceptability and comprehensibility of both native-Thai and native-English instructors (ten of each), as these subjects listen to controlled passages produced by 4 Thai-English bilingual speakers and another 4 native-Thai speakers. There were 3 types of passage tokens: passages with correct grammar spoken in a near-native English accent, passages with several grammatical mistakes spoken in a near-native English accent, and the last being a Thai-influenced accent with correct grammar. We hypothesized that (1) native-Thai instructors would favor the near-native English accent over correct grammar, (2) native-English instructors would be more sensitive to grammar than a foreign accent, and (3) there is a correlation between acceptability and comprehensibility judgment.
    [Show full text]